UNDERSTANDING HISTORICAL EDUCATION IN THE PHILOSOPHICAL CONTEXT AND THE MODERN DIGITAL EDUCATIONAL ENVIRONMENT

Abstract

The article analyzes historical education in a philosophical context, analyzes the definition of the subject of study of the philosophy of education in the context of its adaptation to the modern digital educational environment and the suitability for application in historical studies of the philosophy of pedagogical thought of the past. The problem of the correspondence of the theoretical and methodological and worldview principles of historical education to modern ethnocultural and social challenges is highlighted, which singled out the philosophical understanding of historical education as a special sphere of knowledge. The formation of the philosophical understanding of history, historical education is analyzed. Using the philosophical analysis of historical education, it is shown that it does not simply depend on the scientific, technological, cultural state of development of society, but also through its theoretical and methodological apparatus, the implementation of established philosophical paradigms in various pedagogical practices. The following problems of historical education are highlighted, such as its transformation into a complex specialized system, which has its own laws of functioning and development; universalization of historical education, which is caused by the needs of society and the individual in the constant modernization of scientific knowledge; the intensification of the crisis of historical education, which is expressed in different approaches to its methodology, interpretation, rejection of its results and in the gap between the level of training of historians and the needs of a modern digital globalized society.The need to form a philosophical view of historical education as a special research field of civic education is indicated in view of progress in society and the changing place of man in it, because education is not a separate sphere of social life; educational institutions are constantly diversifying and merging at the same time. The main scientific priorities of historical education as a branch of human knowledge in the digital environment are considered. Theoretical, methodological and practical approaches to the organization of distance learning of history and the use of interactive methods are proposed, a methodological approach to the use of immersive digital technologies in the application of innovations in the activities of educational institutions is highlighted.